Clinical Teaching &

Psychomotor Skills
Presented by: Group 1-1A BSN
 CLINICAL TEACHING

To improve and maintain a high standard

of clinical instruction the teacher in nursing
should show academic excellence,
concern and commitment. The future of
nursing students rests on the qualifications
and competence of the nursing
instructors.
Clinical
Teaching
In developing a
plan for clinical
teaching, the Considered prior to Knowing the After the
learner’s needs the formulation of needs of students formulation of the
must be: course objectives give direction for program, the
and before the the teacher to instructor must
specific classroom develop a plan again evaluate
content is for teaching. student learning
developed. needs.
 THE EDUCATOR SHOULD DO
THE FOLLOWING:

Assess learning needs of students Implement teaching strategies to

by pre-testing in incoming meet learning needs
knowledge

Develop learning experiences based Post-test students for outcome

on desired results knowledge in planning for clinical
teaching
FOR OUTCOME KNOWLEDGE IN PLANNING
STEPS
PREPARE AREAS FOR PLAN
DIAGNOSE STUDENT’S SET OBJECTIVES LEARNING AND
NEEDS, INTEREST AND INSTRUCTIONAL
AND SELECT SELECT APPROPRIATE UNITS AND MAKE
ABILITIES. TEACHING
LESSON PLANS
CONTENT STRATEGIES

This requires The teacher Organizing

Selecting
the necessity has to decide information about
learning materials student’s
of discovering which clinical
appropriate for objectives,
the needs, the needs and area and
materials, and
interests and interest of techniques techniques into a
capabilities of students and will help resource units
students what they are students that can serve as
regarding the expected to achieve reference
subject matter. accomplish.
goals.
FOR OUTCOME KNOWLEDGE IN PLANNING
STEPS
MOTIVATE STUDENTS TASKS THAT RELATE TO PUT UP PLANS FOR
IN GUIDED LEARNING PLANS FOCUS ON FOLLOW-UP
MEASURING,
ACTIVITIES. EVALUATING, GRADING
AND REPORTING Lessons on
STUDENT’S PERFORMANCE
This includes AND PROGRESS. materials that
measuring, students have not
evaluating or This involves learned well as

grading
development of shown by the
plans for testing results of the
student’s
and making evaluation should
performance judgements be followed up
and reporting about student’s and monitored.
student’s performance.
progress.
Clinical Teaching
IN RELATED LEARNING
EXPERIENCES (RLE), STUDENTS
LEARN TO APPLY THEORY AND
SKILLS CONCEPTUALIZED IN THE
CLASSROOM AND
LABORATORY TO REAL LIFE
SITUATIONS, SUCH AS THE
FOLLOWING:

RELATED LEARNING EXPERIENCE

(RLE) OR LABORATORY

MODELS OF CLINICAL TEACHING

 RELATED LEARNING
EXPERIENCE (RLE) OR
LABORATORY

RLE is an This requires Teachers guide The teacher also RLE take place in
acronym for learning by students in guides students the laboratory,
Related Learning doing. acquiring in the hospital,
community, field
Experience. knowledge and formulation of
practice industry,
learning nursing nursing care
schools, health
skills. plans and care agencies,
expectations government and
upon completion non-government
organizations,
of the activity.
among others.
 TRADITIONAL MODEL
The clinical instructor has the primary
responsibility for instruction, supervision, and
evaluation for a small group of nursing students
(8-10 students), and is on-site during the clinical
experience.

MODELS OF FACULTY-DIRECTED INDEPENDENT

CLINICAL EXPERIENCE MODEL

Is used in community-based settings and to
TEACHING minimize the number of students requiring direct
faculty supervision in acute or varied settings.

COLLABORATIVE MODEL
Address the fiscal issue concerning cost
associated with clinical instruction when
student-faculty ratio is very high.
 CLINICAL TEACHING ASSOCIATE
(CTA) MODEL
Staff nurses work with the clinical faculty by
taking on certain functions with a predetermined
number of students.

CLINICAL TEACHING PARTNER (CTP)

3 WAYS OF MODEL
COLLABORATIVE A hospital-based clinical nurse specialist (CNS)

TEACHING: and an academic faculty member share in the

management of a group of students in the
clinical setting.

CLINICAL EDUCATOR/PAIRED MODEL

This approach uses staff nurses but differ in the
ratio of students to educators.
 PRECEPTOR MODEL
An expert nurse in the clinical setting works with
the student on a one-one basis.

MODELS OF
CLINICAL Is used in community-based settings and to
minimize the number of students requiring direct
TEACHING faculty supervision in acute or varied settings.

The preceptor guides and supports learners and

serves as a role model.
 1. Educational philosophy of the nursing
program.
2. Philosophy of the faculty about clinical
teaching.
CRITERIA 3. Goals and intended outcomes of the clinical
FOR course and activities.
CHOICE OF 4. Level of nursing students.
5. Type of clinical setting.
A CLINICAL 6. Availability of preceptors, expert nurses,
TEACHING and other people in the practice setting to
MODEL provide clinical instruction.
7. Willingness of the clinical agency personnel
and partners to participate in teaching students
and in other educational activities.
 PSYCHOMOTOR SKILLS

Skills in which the processes involved are

primarily muscular or are described in
glandular or in muscular terms.
 Is another aspect Is vital considering
Psychomotor of teaching which, the hands-on
Skills in the nursing nature of the
Teaching environment nursing practice
Psychomotor Skills

This is action- Promotes patient

oriented and healing and/or
requires comfort
neuromuscular
coordination.
Psychomotor Skills
PURPOSES
To develop in the client at least 70% awareness, acceptance, and
implementation of healthy behaviors that will lead to promotion of
health and prevention of illness
To develop the attitudes, skills, and competencies with at least 75%
compliance in adapting and using the teaching content and
strategies
Psychomotor Skills
ADVANTAGES
Ø It is possible to analyze the task and make a description of a
response pattern optimally suited to carrying out the activity in
question.
Ø Knowledge of skill learning could help them to help themselves if
they have not already acquired the skills.
Psychomotor Skills
DISADVANTAGES
Ø Unless the initial training is satisfactory, it is quite possible for a
learner to acquire unsatisfactory response patterns in the learning
stage and practice these responses in an overlearning stage so that
the bad habits becomes habitual and the performance is rendered
unsatisfactory
 HISTORY OF
PSYCHOMOTOR SKILLS

The advent of modern psychomotor

theory occurred during the inception of
Experimental Psychology at the turn of the
19th century.
History Of Psychomotor
Skills
HERMANN VON HELMHOLTZ
(1821 – 1894)

Ø Considered as the father of modern nerve conduction theory.

Ø Helmholtz believed that all perception and reaction to stimuli was
governed by the nervous system, which was in turn governed by the
innate speed of physiological nerve conduction.
Ø Helmholtz also proposed, as many other experimental theorists did,
that intelligence was related to the speed of perception.
History Of Psychomotor
Skills
JOHN DEWEY (1859 – 1952)

Ø Explained how humans interact with their environment, by making

sense of it, and interpreting such sensory information in an integrated
manner.
Ø Dewey explained that stimulus, perception, interpretation, and
response are not discrete functions all occurring from the initial
environmental stimulus, but rather are a coordinated whole with
equifinal processes (the process can be initiated from anywhere).
History Of Psychomotor
Skills
CARL WERNICKE (1848-1905)

Ø The first theorist to coin the term ‘psychomotor’.

Ø Through the study of aphasia, Wernicke demonstrated how human
functioning can be explained by psychosensory input, psychomotor
output, and the intrapsychic functions which coordinated the two.
History Of Psychomotor
Skills
WILHELM WUNDT (1832 – 1920)

Ø Wundt was responsible for the development of numerous

psychological instruments, most of which can be considered
psychomotor instruments.
Ø Measure the degree to which the individual was capable of
anticipating the movements of the pendulum
History Of Psychomotor
Skills
FRANCIS GALTON (1822 – 1911)
Ø Considered the father of psychological testing, developed thousands of
measurement instruments.
Ø Galton developed included the tint discrimination instrument, which determined
to what degree an individual could discriminate between visual tints of light, and
reaction time instruments, which measured the delay between the presentation of
a stimulus and reaction to it.
Ø Galton proposed that mental speed was greatly related to intelligence, a
construct not well understood at the time.
History Of Psychomotor
Skills
JAMES MCKEEN CATTELL (1860
– 1944)

Ø Cattell was fascinated by the notion that mental speed was related
to intelligence.
Ø Cattell discovered that certain people have small, but consistent
differences in their reaction speed. He thus proposed that there were
individual differences in the processing speed of people.
History Of Psychomotor
Skills
JOY GUILFORD (1897 – 1987)
AND EDWIN FLEISHMAN (1927 –
PRESENT)
Ø Guilford disagreed with Charles Spearman (1863 – 1945) that
intelligence could be reduced to a single numerical value.
Ø Guilford proposed the view of multiple intelligences in which motor
ability was as important as mental ability.
History Of Psychomotor
Skills
JOY GUILFORD (1897 – 1987)
AND EDWIN FLEISHMAN (1927 –
PRESENT)
Ø Fleishman developed his own domain based on numerous
psychomotor measurement instruments.
Ø Fleishman compared these measurement tools with their validity,
how well they measured the specific psychomotor ability, and
grouped those abilities, which intercorrelated highly.
Psychomotor

LEARNING Psychomotor In psychomotor

PSYCHOMOTOR Psychomotor
learning is learning
SKILLS learning is the research,
demonstrated
attention is given
relationship by physical
to the learning of
skills such as
between coordinated
movement, activity involving
cognitive coordination, the arms, hands,
functions and manipulation, fingers, and feet,
while verbal
dexterity,
physical processes are not
grace, strength,
emphasized
movement. speed
Psychomotor
Skills Learning
3 STAGE COGNITIVE
ASSOCIATIVE AUTONOMIC
MODEL
Marked by The learner
The learner can
awkward slow spends less time refine the skill
and choppy thinking about through
movements that every detail, practice, but no
the learner tries however, the longer needs to
movements are
to control. think about the
still not a
movement.
permanent part
of the brain.
Psychomotor Skills
ASSESSMENT OF
PSYCHOMOTOR SKILLS
1. Written or oral tests
2. Return-demonstrations
3. Case Study
4. Observation
5. Interview
6. Self-reports
7. Self-monitoring
8. Provide feedback and remediation
 THE END

Thank you!